Other Titles
RNs in Transition: From Concept to Practice [Symposium]
Abstract
Session presented on Sunday, November 8, 2015: This session provides an overview of processes, models, and effective design principles that were foundational in developing a successful residency program. In 1999, the residency development team used a DACUM process for initial role delineation. The results, along with Benner's (1984) Novice to Expert framework, provided the initial structure of the program. Presenters will describe how core and specialty competencies and supporting curricula have been identified and developed. As a competency-based program, the Competency Outcomes Performance Assessment (COPA) Model is used as a framework to identify and develop essential competencies needed for clinical practice. These competencies are then organized into categories and performance criteria using Quality & Safety Education for Nurses (Cronenwett, Sherwood, & Gelmon, 2009 ) as a framework and statement of objective. To ensure currency and relevance competency and curricula development also rely on national professional nursing organization scope and standards of practice.The education and development of the interprofessional team is another key aspect of the residency described in this section. Subject matter experts, preceptors, mentors and debriefers are critical to the long term success of the program and have their own unique learning needs.
The presentation will outline the education and support needed for these roles. Lastly, a description of practice-based learning will depict tools and strategies used to support the residents learning experiences at the point of care for it is when working directly with patients and their families that learning takes place (Benner, Hooper-Kyriakidis, & Stannard, 2011). Both initial and ongoing competency management are important aspects of the program. For residency stakeholders having the tools, support, and resources they need to support learning is essential for professional role development and the provision of safe patient-centered care.
Sigma Membership
Alpha Alpha
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Residency, competency development, program design
Recommended Citation
Franqueiro, Tammy, "Residency Development, Design, and Implementation" (2016). Convention. 224.
https://www.sigmarepository.org/convention/2015/presentations_2015/224
Conference Name
43rd Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Las Vegas, Nevada, USA
Conference Year
2015
Rights Holder
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Acquisition
Proxy-submission
Residency Development, Design, and Implementation
Las Vegas, Nevada, USA
Session presented on Sunday, November 8, 2015: This session provides an overview of processes, models, and effective design principles that were foundational in developing a successful residency program. In 1999, the residency development team used a DACUM process for initial role delineation. The results, along with Benner's (1984) Novice to Expert framework, provided the initial structure of the program. Presenters will describe how core and specialty competencies and supporting curricula have been identified and developed. As a competency-based program, the Competency Outcomes Performance Assessment (COPA) Model is used as a framework to identify and develop essential competencies needed for clinical practice. These competencies are then organized into categories and performance criteria using Quality & Safety Education for Nurses (Cronenwett, Sherwood, & Gelmon, 2009 ) as a framework and statement of objective. To ensure currency and relevance competency and curricula development also rely on national professional nursing organization scope and standards of practice.The education and development of the interprofessional team is another key aspect of the residency described in this section. Subject matter experts, preceptors, mentors and debriefers are critical to the long term success of the program and have their own unique learning needs.
The presentation will outline the education and support needed for these roles. Lastly, a description of practice-based learning will depict tools and strategies used to support the residents learning experiences at the point of care for it is when working directly with patients and their families that learning takes place (Benner, Hooper-Kyriakidis, & Stannard, 2011). Both initial and ongoing competency management are important aspects of the program. For residency stakeholders having the tools, support, and resources they need to support learning is essential for professional role development and the provision of safe patient-centered care.
Description
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`